Scenario: The Librarian is desparate to show how she can collaborate and help the core teachers in designing and delivering lesson plans. She has become friendly with a 7th grade Social Studies teacher. The librarian sends an e-mail to the teacher asking when/where they could meet. The classroom teacher responds they should meet in her room during lunch. The librarian meets with the teacher offering to collaborate on an upcoming lesson. The classroom teacher understanding the librarian's position accepts to give it a try, and is hopeful about the outcome. The classroom teacher suggests they work on a lesson covering the state of Texas ' involvement in the Civil War. This is an area her students have consistently scored lower than she would like. They then collaborate after school and during lunch to create a lesson plan.
This is a likely scenario. Brava for your attention to the interpersonal relationship first.
Librarian: Linda Drake Classroom Teacher: Molly Kyle
Dates/Times: 2 days in the classroom, 4 days in the library
1. Why are we asking students to engage in this learning experience? Goals/Standards
We want the students to understand how events and issues shaped the history of Texas during the Civil War.
We also want students to realize that the primary reason for this war still affects our country today. We are still learning lessons from the war on a political level as well as a cultural level. Additionally students will learn how to use geographic tools to collect, analyze, and interpret data. Furthermore, students will deepen their ability to synthesize information and communicate in written, oral, and visual forms after applying critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.
Hurray for bringing this conflict into the present. This will make this study more relevant to students.
2. What do we want the students to learn? Performance Indicators/Learning Objectives AASL Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills. 1.1.2 Use prior knowledge as context for new learning 1.1.9 Collaborate with others to broaden and deepen understanding. 1.3 Responsibilities 1.3.1 Respect copyright/ intellectual property rights of creators and producers.
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization)to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.2 Dispositions in Action 2.2.4 Demonstrate personal productivity by completing products to express learning.
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess 3.2 Dispositions in Action 3.2.3 Demonstrate teamwork by working productively with others.
110.19 English Language Arts and Reading TEKS
ELA.07.10.C Use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text
Ela. 07.10.D Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those finding with textual evidence.
113.23 Social Studies TEKS
Soc.07.05.A explain reasons for the involvement of Texas in the Civil War; and Soc.07.05.B analyze the political, economic, and social effects of the Civil War and Reconstruction in Texas. Soc.07.08.Acreate thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th and 20th centuries; Soc.07.21.A differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas; Soc.07.21.C organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; Soc.07.22.A use social studies terminology correctly; Soc.07.22.B use standard grammar, spelling, sentence structure, and punctuation; Soc.07.22.C transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and Soc.07.22.D create written, oral, and visual presentations of social studies information.
Is there an educational technology applications standard that would apply?
3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator
Motivation: Accessing prior knowledge- Teacher
Teacher cooks a meal from Civil War cookbook. Ask the students what they think about the ingredients, flavors, how it is prepared? Then explain it is from the Civil War.
Students will then create a graphic organizer (double-bubblemap representing the union and confederacy) to brainstorm what they remember from their 4th grade class.
Core Subject Content, Presentation: Teacher Gathering and/or creating resources: Librarian Information-Seeking Skills & Works Cited- Librarian
Presentation of technology application and modeling sample projects and web2.0 tools: Librarian
Wiki set up and monitoring: Librarian and Teacher Modelling/Assessing Group Work Skills: Librarian and Teacher
Additional Technology support: Librarian
Grading: Teacher
Closure: Librarian and Teacher
Rubrics (one for students and one for collaboration), Checklist, Questionairre creation: Librarian and Teacher
Be sure to check the A.4.2 Rubric regarding coteaching in various components of the lesson.
4. How will they communicate what they learned? Learning Process/Products
Students will be placed in groups of 3-4 in one of the following four sections: individuals, events, and issues and their impact.
Each group will conduct research in their area and report findings using a web2.0 tool such as prezi, mind42, animoto, photostory and linked to their wiki page. In addition, students will write an individual reflection including a narrative of their findings, images with citations, and a "Works Cited" list with at least one book source, one primary source, and one web site.
How will they collect and synthesize information? What kind of graphic organizer will they employ in this process?
Each group will be responsible for presenting their information on the last day of the assignment.
Excellent organization, choice in product, and responsibility for sharing.
5. How will they/we assess their learning? Assessment Criteria/Tool(s) Students will use a checklist to assess their information-seeking skills, core subject content, group work skills, presentation, and Works Cited page. The teacher will use a rubric to grade their work. Also, there will be an exit ticket that ask for one key concept they learned about the Civil War that they had really learned/understand before, what they enjoyed about the assignment, and what could be better for next time.
Hurray for the Exit Slip. An idea for your consideration: Put the "What could we do better next time?" on the back side of the ticket and add: "What could you do better next time?"
Teacher and librarian will assess their collaboration and student success with a rubric and questionnaire.
6. What resources will the students/we need?
A film or multimedia clip of present-day Civil War reenactments to set up the lesson.
Project examples
Wiki access
Computer access
Print resources
Electronic resources (including primary and secondary sources)
Civil war cookbook
Double-bubble maps
Exit tickets
Rubrics (copies of)
Be sure to develop a rich text set for this work that includes specific titles and URLs.
Also be sure your rubric assesses summarizing and synthesizing.
From J. Moreillon, Collaborative Strategies for Teaching Reading Comprehension (Chicago: ALA Editions, 2007). Licensed under the Creative Commons Attribution-Noncommercial-Share Alike 2.5 License: http://creativecommons.org/licenses/by-nc-sa/2.5/.
Collaborators: Linda Drake & Molly Kyle
Instructional Level: 7th grade Social Studies
Scenario: The Librarian is desparate to show how she can collaborate and help the core teachers in designing and delivering lesson plans. She has become friendly with a 7th grade Social Studies teacher. The librarian sends an e-mail to the teacher asking when/where they could meet. The classroom teacher responds they should meet in her room during lunch. The librarian meets with the teacher offering to collaborate on an upcoming lesson. The classroom teacher understanding the librarian's position accepts to give it a try, and is hopeful about the outcome. The classroom teacher suggests they work on a lesson covering the state of Texas ' involvement in the Civil War. This is an area her students have consistently scored lower than she would like. They then collaborate after school and during lunch to create a lesson plan.
This is a likely scenario. Brava for your attention to the interpersonal relationship first.
Librarian: Linda Drake
Classroom Teacher: Molly Kyle
Planning form:
Supplement 1C-Collaborative Planning Sheet, Sample 3
We want the students to understand how events and issues shaped the history of Texas during the Civil War.
We also want students to realize that the primary reason for this war still affects our country today. We are still learning lessons from the war on a political level as well as a cultural level. Additionally students will learn how to use geographic tools to collect, analyze, and interpret data. Furthermore, students will deepen their ability to synthesize information and communicate in written, oral, and visual forms after applying critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.
Hurray for bringing this conflict into the present. This will make this study more relevant to students.
AASL
Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills.
1.1.2 Use prior knowledge as context for new learning
1.1.9 Collaborate with others to broaden and deepen understanding.
1.3 Responsibilities
1.3.1 Respect copyright/ intellectual property rights of creators and producers.
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1 Skills
2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization)to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.2 Dispositions in Action
2.2.4 Demonstrate personal productivity by completing products to express learning.
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.
3.1 Skills
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess
3.2 Dispositions in Action
3.2.3 Demonstrate teamwork by working productively with others.
110.19 English Language Arts and Reading TEKS
ELA.07.10.C Use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text
Ela. 07.10.D Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those finding with textual evidence.
113.23 Social Studies TEKS
Soc.07.05.A explain reasons for the involvement of Texas in the Civil War; and
Soc.07.05.B analyze the political, economic, and social effects of the Civil War and Reconstruction in Texas.
Soc.07.08.Acreate thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th and 20th centuries;
Soc.07.21.A differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas;
Soc.07.21.C organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps;
Soc.07.22.A use social studies terminology correctly;
Soc.07.22.B use standard grammar, spelling, sentence structure, and punctuation;
Soc.07.22.C transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
Soc.07.22.D create written, oral, and visual presentations of social studies information.
Is there an educational technology applications standard that would apply?
Motivation: Accessing prior knowledge- Teacher
Teacher cooks a meal from Civil War cookbook. Ask the students what they think about the ingredients, flavors, how it is prepared? Then explain it is from the Civil War.
- Students will then create a graphic organizer (double-bubblemap representing the union and confederacy) to brainstorm what they remember from their 4th grade class.
Core Subject Content, Presentation: TeacherGathering and/or creating resources: Librarian
Information-Seeking Skills & Works Cited- Librarian
Presentation of technology application and modeling sample projects and web2.0 tools: Librarian
Wiki set up and monitoring: Librarian and Teacher
Modelling/Assessing Group Work Skills: Librarian and Teacher
Additional Technology support: Librarian
Grading: Teacher
Closure: Librarian and Teacher
Rubrics (one for students and one for collaboration), Checklist, Questionairre creation: Librarian and Teacher
Be sure to check the A.4.2 Rubric regarding coteaching in various components of the lesson.
Excellent organization, choice in product, and responsibility for sharing.
Students will use a checklist to assess their information-seeking skills, core subject content, group work skills, presentation, and Works Cited page. The teacher will use a rubric to grade their work. Also, there will be an exit ticket that ask for one key concept they learned about the Civil War that they had really learned/understand before, what they enjoyed about the assignment, and what could be better for next time.
Hurray for the Exit Slip. An idea for your consideration: Put the "What could we do better next time?" on the back side of the ticket and add: "What could you do better next time?"
Teacher and librarian will assess their collaboration and student success with a rubric and questionnaire.
Be sure to develop a rich text set for this work that includes specific titles and URLs.
Also be sure your rubric assesses summarizing and synthesizing.
the Creative Commons Attribution-Noncommercial-Share Alike 2.5 License: http://creativecommons.org/licenses/by-nc-sa/2.5/.
Lesson Plan Template Page
Rubric Page